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SASC has produced new guidance on remote diagnostic assessments and evaluations of need.
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Frequently asked questions received on remote assessment posted April 2021.
View news itemWJIV Cognitive Abilities tests approved
Woodcock Johnson IV Tests of Cognitive Abilities approved for Pre and Post-16 assessments.
View news itemEvaluations of Need Extension Date
Evaluations of Need period of Acceptance Extended to 31 March 2021
View news itemSASC issues update re face-to-face assessments
As there is a gradual easing of lockdown restrictions some face-to-face assessments will become possible. ...

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  Course Details
Recognising and Making Effective Recommendations in Diagnostic Reports for Learners with Mathematical Difficulties and Dyscalculia
Course Level: Intermediate
Course Type: Distance
In-depth:
CPD Long Term:
CPD Credit Hours: Hours: 3 Minutes: 0
  Event Address

Telephone:
Fax:
  Contact Details
Provider: Patoss
Course Manager: Mrs Sheila Rostill
Telephone: 0330 135 7030
Email: srostill@patoss-dyslexia.org
Fax:
Website: www.patoss-dyslexia.org
  Event Details
Dates: 19/01/2021 - 19/01/2022
Times: N/A - N/A
No. of Delegates: Unlimited
Delegate Price: GBP 90.00
SASC Ref.: PAT-15874-190120-OL
   Audience Restriction
£90.00 members, £105 for non-members
   Course Summary
The first part of this of this two part webinar will explore what is dyscalculia and what is maths difficulties, and how these conditions exist alongside other learning differences such as dyslexia and dyspraxia, and the effective recommendations and reasonable adjustments that an assessor can recommend in their diagnostic assessments.
   Course Detail

Mathematical difficulties are recognised to be one of the largest barriers to learning and career success. It has been noted that 22% of 16 to 19-year olds in England are functionally innumerate. This figure seems be confirmed around the world as an accurate figure for the numbers of people who will have severe difficulties with mathematics. It has also been estimated that 30 to 70% of people with a specific learning difficulty will have a higher-than-chance overlapping difficulty with mathematics, (Pennington et al 2019).

This session will enable participants to identify the characteristics of dyscalculia and maths difficulties and then offer effective interventions and recommendations that can be incorporated into diagnostic assessments.

The second part of this two-session course will investigate barriers to mathematics learning presented by aspects of the dyslexic profile. We will consider suitable tools for investigating the impact on maths learning during the diagnostic assessment of literacy difficulties before suggesting interventions that are suitable for learners and reasonable adjustments that can be made in school, University, and the workplace. The webinar is designed to support specialist teachers/assessors in their decision making around recommendations in diagnostic assessment reporting.

This session will enable participants to evaluate effectiveness of assessment tools and understand the impact that maths difficulties can cause a learner.


   CPD Themes
  • Reviewing principles of psychometrics, statistics, assessment and underlying theory
  • SpLD testing methods, interpretation, report writing, feedback and test materials
   Audience
  • Assessors
  • Support
   Pre-requisites
  • Delegates are expected to be SpLD Assessors and/or specialist teachers
   Learning Outcomes
  • Identify dyscalculia and maths difficulties
  • Offer effective interventions
  • Offer recommendations that can be incorporated into a diagnostic assessment
  • Identify dyscalculia and maths difficulties
  • Use effective assessment tools to identify a maths difficulty